Midlife Crisis From Crisis To Positive Transition

Midlife Crisis From Crisis To Positive Transition All human beings have to go across different developmental stages of life from womb to tomb. These human development stages are inevitable, very common in all human beings and are not very surprising things in human life. What it is interesting in these developmental stages is that each stage has uniqueness and there are many things that can be studied while human beings of different times undergo differently in different settings. The stages can be varied based on the social structure, culture and norms: there are environmental factors contributing the human development and developmental stages (Papalia et al., 2009). The transitions in the stages are the most interesting stage because it can lead either to positive or negative consequences. According to Golembiewski (1978), he found out that those who are quite aware of this transition can well adapt with the change, having good adjustment while those who are not aware have negative consequences by the transition. Developmental scientists had explained by applying theories that adulthood transition is the major transitional period where physical and psychological changes can be seen obviously. Midlife crisis is the most common that takes attention when we talk about middle adulthood. Papalia et al. states that changes in personality and lifestyle come together to attribute to the crisis, however, whether or not these changes lead to crisis depends on individuals. Hunter and Sundel (1989) speak out that there are some stereotypes about midlife: social problems occur in this period brought about by those midlife persons, especially men. The following are the stereotypes that they presented in their work: Men at middle age are obsolete at work. They have neither sufficient education nor updated technical training to compete with younger, more educated workers. Men at middle age leave (or at least want to leave) their wives for young women. Hunter and Sundel defend that these stereotypes are just myths about transitional crisis in men. They also came up with theories to proof that. These can not be said as myths alone in some settings because the real cases are showing that these are true. There are some other contributing factors that affect these myths. In this paper, I will try to discuss the contributing factors effecting the midlife transition based on human development. In chapter 2, I will try to explore about the subject for better understanding of the definition of midlife and midlife crisis in middle adulthood. In chapter 3, I will try to discuss the two myths which are commonly conceptualized by the people. I would also discuss contributing factors to these myths. Then, in chapter 4, I will conclude by bringing up the subject to social work practice and discuss what and how as social workers can intervene in this transition so that the transition would be smooth. Chapter 2 Understanding of middle adulthood and midlife crisis Middle adulthood There is no universally agreed period of middle age or middle adulthood. Papalia et al. defines middle adulthood in the book Human Development as the years between 40 and 65 but it is said to be not absolutely exact considering the facts that different peoples perception about middle adulthood varies depending on social, cultural and geographical factors. It is also explained that middle age can be a time for decline and loss but also for mastery and growth for the rest of the life. Middle adulthood/age is not decided by the chronological age but rather on the perception of oneself. Midlife crisis The mid life crisis was regarded as second adolescence and a crisis of identity (Papalia et al., 2009). It does not specifically talk about the stress and problems faced in specific age but the main essence of the midlife is that people in middle adulthood face huge transition period where they can encounter stress and problems (Hunter and Sundel, 1989). It is very interesting that Hunter and Sundal provided two different views in discussing midlife crisis; Crisis View and Transition or Non-Crisis View. They explained that the Crisis View is adopted by the crisis model under which each individual experiences a particular type of crisis at each stage of development in a particular chronological age range (p. 14). In Transition view, it is explained that most major life events are expected according to a timetable largely linked to age such as when one is to marry, raise children and retire (p. 19). It implies that the crisis is not necessarily stressed on midlife but can occur in diff erent stages of development. In many of the literature, it is found that the crisis is mainly stressed in men rather than in women although the transition has impacts on both genders. It could be because of the reasons that men are more focused towards self achievement (Papalia et al). It is also found that men are the major participants of research studies of midlife crisis. When this account is taken into consideration, it is hypnotize that gender roles and the shift of gender identity in this stage might also make men more expressive and more obvious to point out. Hunter and Sundel also discussed that why most studies focus on men could be because of the difference between traditional socialization between the two genders where women are more expressive of their emotions while men are potentially more stressful since they are more self-contained. Chapter 3 Discussion on the two myths 1) Men at middle age are obsolete at work. They have neither sufficient education nor updated technical training to compete with younger, more educated workers. Hunter and Sundel argue that middle age are not obsolete at work but they even get higher satisfaction with their job comparing to younger generations. They claim that there are even more men at middle age who appear to be workaholics and the midlife persons normally hold the managerial levels. However, it would depend on the nature of job and the productivity that the job demands. Considering the facts that job opportunities nowadays are scarcer and more competitive than before, employers and businessmen naturally tend to employ more productive with lower pay. One can not completely claim that the myth is not true but a stereotyping. The advancement of Information Technology is also a spokesperson in this account. It is obvious that younger generations are better than the middle age persons in these days. In the professions related to the advance technology might very possibly favor younger generations. It is true that middle age persons have more life experience in problem solving, taking things under control in a mature way. One can not just claim that the middle age persons are obsolete at work and they can not compete with younger generations. To a certain extent the myth is true. The U.S Bureau of Labor Statistics (2010) also reported in their survey that unemployment rate in middle adulthood had declined. However, the generatively of middle age persons in this stage should be appreciated. 2) Men at middle age leave (or at least want to leave) their wives for young women. In the discussion of Hunter and Sundel, they argue that marital unfaithfulness is not caused by the transition to middle age but because of poor marriage and unhealthy marriage. According to gender identity shift as explained by Papalia et al., men tend to have intimate relationships in this transition. It is assessed according to Hunter and Sundel that for those men who can not fulfill their needs with within their marriage life because of poor marriage, they tend to leave (or want to leave) their wives to satisfy their needs of intimate relationship with younger women. The personality theories by Erickson, 1902-1994 as cited by Boeree (2006) explains this myth with the seventh stage of the developmental stages which talks about the crisis: Generatively vs Self absorption or Stagnation. This explanation tends to prove that the myth about men wanting to leave their wives for extramarital affairs. In the clarification of this theory done by Boeree, he explains that when people arrives this stage, they sometimes look at their lives and ask themselves about their meaning of life which more often leads men to have affairs. The myth, men leave or want to leave their wives depends on the personality of individuals and other environmental factors such as marriage satisfaction and social norms. Whether or not one successfully overcomes the crisis is an answer. Chapter 4 Conclusion As helping professionals, social workers need to be aware of the situation of midlife crisis and how it can affect individuals and the environment. Hunter and Sundel (as cited in McGill, 1980, p. 267) explained that many men in mid-life experience events which cause them to dramatically and significantly change their personality and behavior. There are challenges and difficulties during the transition of midlife. For men, according to gender role, who are stereotyped to be the responsible persons for the family may find it more stressful in terms of their job security and in struggling with the developmental needs for intimacy. The so called crisis is a real crisis only if someone can not over come the changes occur in the transition. The crisis can be shaped out to be a positive change. Going back to the myths, the myths are to some extent turn out to be true contributed by different factors. If middle age persons can be able to upgrade and adapt themselves with the speeding advancement, they would be less stressful and be able to make the developmental transition out to be positive change. Similarly, if they are aware of their own developmental needs, if they can build up their personality and enhance marital relationship, they would not need to find their intimacy needs outside the marriage. Social workers may take the role of providing self awareness to middle age persons, at the same time can advice continuous learning.

Music and Literature Essay

Music and literature have played an important role in our community and society since not only humans but the earth was born. It’s still a great mystery as to who invented or made music first. But first of all we shouldn’t focus as to when was music made but should see that what actually music is? How to define music has long been the subject of debate; philosophers, musicians, and, more recently, various social and natural scientists have argued about what constitutes music. The definition has varied through history, in different regions, and within societies. Definitions vary as music, like art, is a subjectively perceived phenomenon. Its definition has been tackled by philosophers of art, lexicographers, composers, music critics, musicians, linguists, sociologists, and neurologists. Music may be defined according to various criteria including organization, pleasantness, intent, social construction, perceptual processes and engagement, universal aspects or family resemblances, and through contrast or negative definition. Music is sometime said to be a branch of literature. Now the question stands that what is literature? Literature is the body of all written works; the collected creative writing of a nation, people, group, or culture; all the papers, treatises, etc. published in academic journals on a particular subject. its particularly hard to understand but in simple words literature means a piece of work written deeply form the or whatever your experiences and brain say and to put that experience and the work of brain into a piece of writing. Literature comes from the Latin word literra meaning a piece of writing. Literature has many branches like narrative stories, novels, poems and etc. Music is also a famous branch of literature. There are many music lovers found all over the world. Music is further separated into many other branches e.g. jazz, pop and etc. Music has been with us since the start of our beautiful earth. Music is just an inch away from us always: it’s in the rustling of leafs, the sound of waves hitting the shore, the quite sound that trees make when they sway in the air.

Planning and Decision Making Essay

Planning and decision-making are critical processes for effective police administration because: (1) planning is the first step to the effective operation and good management of a police department; (2) planning is the essential element of decision –making; (3) effective planning can eliminate or reduce potential catastrophe resulting from manmade and natural disasters; (4) decision making can usually be described in three types of theoretical models rational, incremental, and heuristic none of which defines all of the elements and factors that affect every decision; (5) the decisions individuals make during crisis situations often define their leadership abilities and, in some cases, their career success; (6) police administrators rarely act alone and most decision making within a police department is conducted at the group level; and (7) decision making is rarely perfect, and is often marred by individual and group weakness that can be identified and hence, avoided. (Swanson, 2012) Yes I agree on my topic with what the author is talking about, because planning and decision making from personal experience is very big. Making decision is very stressful at times that will lead to depression that comes with giving up and frustration that might makes you uncertain of making the best choice. Planning is the most basic function of management. It preceded other functions because a manager plans before he acts. Planning involves determination the objectives and selecting courses of action that will lead to the achievement of predetermined objectives. I don’t like to plan because I get over my head, and too excited and can’t wait for the day to come.

6 Methods for Teaching Money Counting Skills

Counting money is a critical functional skill for all students. For children with learning disabilities but average intelligence, money not only gives them access to things they want to purchase, but it also builds a foundation for understanding the base ten systems of numeration. This will help with them learn decimals, percents, the metric system, and other skills that are vital for science, technology, and the social sciences. For students with intellectual disabilities and lower functionality, counting money is one of the skills they will need for self-determination and for the opportunity to live independently in the community. Like all skills, counting and using money needs to be scaffolded,  building on strengths and teaching the baby steps that will lead to independence. Coin Recognition Before students can count coins, they have to be able to correctly identify the most common denominations: pennies, nickels, dimes, and quarters. For low-function students, this may be a long but worthwhile process. Do not use fake plastic coins for low-functioning students with intellectual or developmental disabilities. They need to generalize coin use to the real world, and the plastic coins do not feel, smell, or even look like the real thing. Depending on the students level, approaches include: Discrete trial training:  Present only two coins at a time. Ask and reinforce correct responses, i.e. Give me a penny, Give me a nickel, Give me a penny, etc.Use errorless teaching: Point to the correct coin if the student picks up the wrong coin or seems to waffle. Collect data and dont introduce a new coin until the child is at least 80 percent accuracy.Coin sorting: After the child has succeeded with discrete trial training, or if the child quickly seems to be distinguishing the coins, you can give them practice by sorting coins. Place a cup for each denomination, and place the mixed coins on the table in front of the child. If the child recognizes numbers, put the coin value on the outside of the cup, or place one of the coins in the cup.Matching coins: A variation of sorting coins is to match them to the values on a cardstock mat. You could add a picture if it helps. Counting Coins The goal is to help your students learn to count coins. Counting money requires understanding the base ten math system and strong skip counting skills. Activities with a hundred chart will help build these skills. The hundred chart can also be used to help teach counting money as well. Money should begin with a single denomination, ideally pennies. Counting pennies could easily accompany learning to count, as well as introducing the cents sign. Then, move on to nickels and dimes, followed by quarters. Number lines and hundred chart:  Make paper number lines to one hundred or hundred charts. When counting nickels, have the students highlight the fives and write the fives (if they are not on the number line). Give students nickels and have them place the nickels on the fives and recite out loud. Placing the coins and reciting out loud make this a multi-sensory unit. Do the same with counting dimes.Giant number line: This activity ramps up the multisensory element of money and skip counting. Paint a giant number line (or get parent volunteers) on a paved portion of the playground or school courtyard, with the numbers one foot apart. Have individual children walk the number line and count the nickels, or get giant nickels from a bulletin board set and have different students stand at different points to count off by fives.Coin templates: Create counting templates by cutting out facsimile coins and pasting them on five-inch by eight-inch file cards (or any size you find most manageab le). Write the value on the card (front for low-functioning children, on the back as a self-correcting activity). Give students nickels, dimes, or quarters and have them count them out. This is an especially useful technique for teaching quarters. You need only make one card with four quarters and the numbers 25, 50, 75, and 100. They can count multiple quarters in rows.